And when I say “grading,” I use that term interchangeably with “assessing,” “giving feedback on,” “reading,” and “evaluating.”
Let me be clear: I love looking at a student’s writing and offering suggestions for improvement. But I don’t like looking at 150 students’ writing. It takes way too long.
Plus, commenting on a student’s essay (whether it’s actually on paper or on Google Docs or even on EssayTagger, which is cool but expensive) doesn’t teach the student anything about writing.
I can correct run-on sentences all day, but that doesn’t mean that my student will magically avoid them in the future. Or I can spend time writing a little note explaining the three ways to fix a run-on sentence. But that takes way too long, and who wants to read weird tidbits about random grammar rules?
See how neat? Instead of making tons of corrections, you focus on your students’ main grammar challenges and direct them to watch a video that actually teaches them how to improve.
Mr. Brookhouser’s videos are short and funny, and students can take a quick quiz to see if they get the concept. Right now, I count 18 videos, including ones covering big-ticket items like subject-verb agreement, literary present tense, its vs. it’s, and comma splices.
It’s possible, of course, that watching a video won’t immediately cause a student to eradicate a longstanding grammar issue (follow-up practice is necessary), but what I love about grmr.me is that it reminds me that I’m a writing teacher, not a copyreader. And it tells students that grammar is actually a thing that can be learned, not just silly little inconsequential red squiggly marks on an essay.
Check out grmr.me and let me know what you think!